Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research...

Full description

Saved in:
Bibliographic Details
Published in:Sustainability 2021-05, Vol.13 (10), p.5336
Main Authors: Collado-Valero, Joshua, Rodríguez-Infante, Gemma, Romero-González, Marta, Gamboa-Ternero, Sara, Navarro-Soria, Ignasi, Lavigne-Cerván, Rocío
Format: Article
Language:English
Subjects:
Audio data
Blended learning
Classrooms
Collaboration
Communication
Constructivism
Cooperative learning
Coronaviruses
COVID-19
Disease transmission
Distance learning
Education
Educational evaluation
Flipped classroom
Methodology
Methods
Pandemics
Social distancing
Sustainability
University professors
University students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p
ISSN:2071-1050
2071-1050
DOI:10.3390/su13105336